3.1 Collaborative reflection is a critical part of the artmaking process and often affects the final artwork.

Transcription

1 3.1 Collaborative reflection is a critical part of the artmaking process and often affects the final artwork. 9.1A,B,F,H 9.3C, G, 9.4C 1. Manipulate tints and shades to create monochromatic paintings. 2. Distinguish between visual and tactile texture. 3. Use rubbings to create a collage that uses overlapping to create a foreground, middle ground and background. 4. Create compositions that employ regular and irregular pattern. 5. Create an edition of prints by combining two or more printing techniques. 6. Manipulate three dimensional materials to create sculpture. 7. Practice additive sculpture techniques. 8. Reflect on and revise works of art individually and collaboratively. paint, brushes, printing plate, clay, student work 1.Create a monochromatic work of art illustrating a variety of tints and shades. 3.Create a work of art that illustrates a foreground, middle ground, and back ground. 4.Demonstrate knowledge of both regular and irregular patterns in a work of art. 5.Create a series of prints using a variety of printing techniques. 6.Create a 3-D sculpture that demonstrates additive techniques. 8.Use both individual and group reflection to revise a previously completed piece of artwork. Color Tints Shades Monochromatic Texture Visual Tactile Collage Space Foreground Middle ground Background Overlapping Pattern Regular Irregular Abstract Realistic Collage Space Foregroun d Middle ground Backgroun d Overlappi ng Pattern Regular Printing plates are used to create an image Irregular that can be combined with stamping Printmaking techniques. Printing Sculpture is made with materials that are used plate to create 3D form. Brayer Clay is a three dimensional material that can Edition be manipulated to create slabs that can Image attached to each other. Pull a Clay is found naturally in the earth. print Clay is a materials that can take any shape. Sculpture Clay coils and slabs can be fastened to each Coil other using slip and scoring. Slab Know that others can look at a work or art and Slip help to make suggestions on how it can be Score made better. Create a print using a printing plate and stamping techniques. Manipulate material to create a sculpture that is free-standing. Manipulate clay to form slabs that are fastened to each other effectively. (Use slip and scoring techniques.) Use black and white to change a base color into tints and shades. Create a monochromatic composition. Identify tactile textures that become visual textures when using rubbing techniques. Use rubbings in a collage. Reflect on work as it is being created to improve the work. Practice reflection individually and in groups. Color Tints Shades Monochro matic Texture Visual Tactile Reflect Collaborate Abstract Realistic : When the composition is complete students will view each others work and make suggugestions Question: How can collaboration improve the final artwork? 3 Page 1

2 3.2 Artists make art with the resources available to them. 9.1D, H, 9.4D 1. Compare and contrast traditional to non traditional art materials and tools 2. Identify what specific materials are used to create works of art. 3. Justify why you believe specific materials were used to create works of art. 1.Identify traditional art tools. 2.Suggest non- traditional tools that may be substituted for a traditional tool. Inspiration Artists use available materials and tools to create art. Traditional tools (Examples: wood for totem poles, ivory for sculpture, and materials animal skins for kachina dolls, natural dyes for cave Non-traditional paintings, colored sand for mandelas) tools Materials can provide inspiration for a work of art. Nontraditional materials Resources List traditional tools and materials and tools List materials and tools that could be used to create works of art. Speculate substitutions for traditional art materials and tools. Create works of art from non-traditional materials and tools various examples of nontraditional and traditional art tools, examples of nontraditional works of art using the internet, (Ja cob Dulgren) : The teacher will share a variety of artwork having students speculate what materials where available to the particular artist. Question: What materials and tools can we use to create art that are not recognized art materials and tools? 3 Page 2

3 3.3 Art can be used to tell a story. 9.4B, 9.4D 1. Decode a work of art to speculate about what the artist was attempting to communicate. 2. Form a hypothesis about the story an artist is attempting to convey. 3. Compare and contrast how two or more artists portrayed the same story. 1.Speculate and share the story that the work of art is portraying. 2.Identify the differences between two different artists on the same story being portrayed. 3.Decode a work of art using proper art vocabulary. Art is a form of communication. Art can communicate ideas, feelings an opinions. Artists use their work to tell stories: Illustrations Film Video Murals Painting Installations Artists make choices based on what they want to convey Communication Illustration Mural Installation Artistic choices Decode : Teacher will show students many examples of works of art that tell a story. What do you see? What is happening in the work of art? What story do you speculate the artist is telling.why do you think that is happening? Students will speculate what story is being told. Question: What choices do artists make to convey a story? Observe works of art and describe what you see. Decode a work of art. Examples of Norman Rockwell, Select works of art that stimulate conversation related to the ideas Look at works of art and suggest what story the artist is telling. What do you see? What is happening? What do you think will happen next? Why do you believe that is what will happen next? How does the work of art makes you feel? 3 Page 3

4 3.4 Cultures have unique artistic traditions. Friday, May 29, :47 AM Performance Task/ Assessment 9.2A, B, D, 9.4D 1. Observe works of art to speculate what artistic tradition is common to a culture. 2. Compare and contrast unique qualities of artistic traditions. 1.Observe works of art from a specific culture and identify the common artistic traditions. Artists create work that reflects cultural traditions. (Examples: Sumie painting, Japanese origami, African masks, Polish Pysanky) Artistic tradition Unique Culture Origami Pysanky : Using examples of African artwork, the class will identify the customs and traditions portrayed within the work of art. Question: Why are customs and traditions used as subject matter for art? artyfactory.com/african masks/information/african-mask-artists.htm Identify the artistic tradition of the culture being presented. 3 Page 4

5 3.5 Observing a work of art is an important part of forming a judgment about its quality. Friday, May 29, :48 AM 9.3A, B, 9.4D 1. Critique a work of art. 2. Distinguish the difference between positive and negative criticism. 3. Use appropriate vocabulary when critiquing a work of art. 1.Use appropriate vocabulary when describing the quality of a work of art. 2.Express why they feel the way they do about a specific work of art. Examples of art work form, The Masters, Pop Art, Contemporary Art How well a work is produced effects how we feel about the quality of the work. (Craftsmanship). Use appropriate language when critiquing a work of art. Craftsmanship People use specific vocabulary that Critique references the elements and Elements principles of art when discussing and Principles forming a judgement about the quality of a work art. : The teacher will show a work of art and ask students what makes it a quality work of art. Students must support their answers with rationale. Question; How does observation inform our ability to judge the quality of a work of art? 3 Page 5

6 3.6 Observation and description help us make meaning about a work of art. 9.1C, 9.4B 1. Form opinions about the meaning of works of art. 2. Use appropriate vocabulary when sharing opinions. 3. Show respect for others who share their opinions. computer, art examples 1.Write and/or verbally share the opinion using correct vocabulary and sentence structure. (Reflection sheets) 3.Teacher will monitor students ability to: Take turns when presenting Raising hands to speak Looking at the speaker Asking good questions People can have different opinions about the meaning of a work of art. Observing and describing a work of art helps us make meaning about a work of art. Observe and describe works of art. Form an opinion about the meaning of a work of art. Discuss why you have that opinion Show respect for the opinions of others. Opinion Respect Meaning Observe Describe : Teacher will provide a work of art for students to decode. Students will be asked to: What do you see? What is happening? Why do you believe this is happening? What will happen next? Question: How do we make meaning about a work of art? 3 Page 6